Las concepciones de escritura sobre el proyecto de investigación en Educación Media General.

Abstract

The gender research project writing in the level of education overall mean occurs as a responsible, task assigned by an academic tradition in the area of life sciences. In this process of writing, the teacher tutor is characterized by a predominantly traditional stance, whose role is limited to the assignment of the task and the revision of the text as a finished activity. This research pursured evaluate the concepts that underlie some educational documents, as well as the practices of two teachers who played as tutors on the writing. For the study, from the theoretical point of view, we are based in the foundations of academic literacy (Carlino, 2003, 2004, 2005, 2014) and the pedagogical model multilevel (Mostacero, 2013). From the methodological point of view, the qualitative approach and analysis of the practice of writing carried out gender research project, but from the interpretation of four documents (among them the Bolivarian national curriculum, 2007) was adopted. The results indicate that both teachers and the premises of this official document there are hybrid guidance on writing and its praxis. In this sense, it is concluded that teachers from different disciplines should receive the necessary theoretical guidance which invites them to transform their practices of writing but with a conscience epistemic, so writing is not created that it is a sole responsibility of students, but, rather, a shared responsibility.